Preceptors often accept clinical students, especially beginners, with reluctance because they see patients at a busy pace. One preceptor summed it up:

“I enjoy teaching, and I feel that I really should “give back” by taking students. But I hardly have enough time to see patients as it is! A student who needs a full hour for an annual visit can slow me down. I don't have time to answer all those questions while I'm seeing patients.”

These preceptors express real and important concerns that need creative solutions. In this part, some suggestions are offered that may help. They are based on the following assumptions:

Observation of preceptors is a valuable learning experience at every stage of student development.
Patients can learn from you along with the student.
Patients can feel their care was “doubly good” because both you and the student were with her.
Students don't need to learn every available lesson from each patient encounter.
Questions don't always require immediate answers.
Learning is not necessarily related to efficiency.
A limited student role in a patient encounter is often necessary, but still provides opportunities for learning and is not “bad,” even for advanced students.
Seeing just a few patients in a whole day is plenty for an early beginner; independence and speed grow as familiarity with the skills, the role, and the setting grows.

Student Preparedness

The student is responsible for coming to clinical ready to learn from the preceptor and the patients of the preceptor. This means coming on time, to the right place, professionally dressed, clean, and rested. Students must always wear their FSMFN picture ID badge, and any other identification the setting requires. They need to carry a "pocket brain," which is their personal resource notebook of useful information. They should wear a watch, and (if not provided) have a stethoscope. They also should have a notebook with assessment forms for preceptors to review and use for documentation. Coming prepared to clinical is a required professional behavior.

rev. 2/23/04

“Sleep when you can and stay calm.” - Pat Quillen, CNM, Pueblo Women’s Center, Pueblo, Colorado

Frontier School of Midwifery & Family Nursing, Inc.
P.O. Box 528, 195 School St., Hyden, KY 41749
(606) 672-2312




Registration Form Syllabus Objectives & Outline Checklist Part 1: FSMFN in a Nutshell Description A. The FSMFN Student B. How the Program Works C. Progress & Responsibilities D. Role of the Preceptor E. Preceptor Support Part 2: Nuts & Bolts 101 Description A. The Basics B. Guidelines C. Ongoing Responsibilities Part 3: The Finish Line A. Declaration of Safety B. Honorarium C. Feedback to FSMFN Part 4: Nuts and Bolts 202 Description A. What We Teach B. Adult Learning C. Developmental Learning D. Stages of Precepting Part 5: Tips for Success Description A. Strategies for Busy Days B. Including Your Patients C. Communication D. Assessing Progress Post Test Web Form Print & Mail Appendices A. FSMFN Curriculum B. ACNM Competencies C. NONPF Compentencies D. Clinical Paper Work Printer Friendly Page Contact Us Home	Part 5: Tips and Strategies for Success A. Strategies for Busy Clinic Days Preceptors often accept clinical students, especially beginners, with reluctance because they see patients at a busy pace. One preceptor summed it up: “I enjoy teaching, and I feel that I really should “give back” by taking students. But I hardly have enough time to see patients as it is! A student who needs a full hour for an annual visit can slow me down. I don't have time to answer all those questions while I'm seeing patients.” These preceptors express real and important concerns that need creative solutions. In this part, some suggestions are offered that may help. They are based on the following assumptions: Observation of preceptors is a valuable learning experience at every stage of student development. Patients can learn from you along with the student. Patients can feel their care was “doubly good” because both you and the student were with her. Students don't need to learn every available lesson from each patient encounter. Questions don't always require immediate answers. Learning is not necessarily related to efficiency. A limited student role in a patient encounter is often necessary, but still provides opportunities for learning and is not “bad,” even for advanced students. Seeing just a few patients in a whole day is plenty for an early beginner; independence and speed grow as familiarity with the skills, the role, and the setting grows. Student Preparedness The student is responsible for coming to clinical ready to learn from the preceptor and the patients of the preceptor. This means coming on time, to the right place, professionally dressed, clean, and rested. Students must always wear their FSMFN picture ID badge, and any other identification the setting requires. They need to carry a "pocket brain," which is their personal resource notebook of useful information. They should wear a watch, and (if not provided) have a stethoscope. They also should have a notebook with assessment forms for preceptors to review and use for documentation. Coming prepared to clinical is a required professional behavior. rev. 2/23/04	“Sleep when you can and stay calm.” - Pat Quillen, CNM, Pueblo Women’s Center, Pueblo, Colorado Act of Hope HOME Frontier School Home Midwifery RCCs FNP RCCs Contact Us

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